Email ereese@psy.otago.ac.nz
Tel 64 3 479 8441
Professor Elaine Reese is the Education Domain Leader on a national birth cohort study, Growing Up in New Zealand. She has authored over 80 papers. She has served on the Children’s Action Plan, a government committee to help at-risk children. She has been a PI or co-PI on four Marsden grants from the Royal Society of New Zealand.
She has served as Editor of the Journal of Cognition and Development, and on the editorial boards of the journals Cognitive Development, Infant and Child Development, Reading Research Quarterly, and Memory Studies.
Elaine joined the Department in 1993. She has over 20 years of university teaching experience, at both the graduate and undergraduate levels. She coordinates the Master’s programme in the Department.
Teaching
Research Interests
- The development of children’s autobiographical memory, language, and literacy
- Social influences on children’s development
Find out more about Professor Reese's research interests
Publications
Reese, E., Meins, E., Fernyhough, C., & Centifanti, L. (2018). Origins of mother-child reminiscing style. Development & Psychopathology. Advance online publication. doi: 10.1017/s0954579418000172
Reese, E., Keegan, P., McNaughton, S., Kingi, T. K., Atatoa Carr, P., Schmidt, J., … Morton, S. (2018). Te Reo Māori: Indigenous language acquisition in the context of New Zealand English. Journal of Child Language, 45(2), 340-367. doi: 10.1017/s0305000917000241
Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82-95. doi: 10.1016/j.cogdev.2018.04.005
Corkin, M. T., Dando, E., Peterson, E. R., Andrejic, N., Waldie, K. E., Reese, E., & Morton, S. M. B. (2018). “The way she smiles brightens me up”: Highlights of parenting an infant in a large nationally diverse cohort. Current Psychology. Advance online publication. doi: 10.1007/s12144-018-0014-5
Riordan, J., Reese, E., Rouse, S., & Schaughency, E. (2018). Promoting code-focused talk: The rhyme and reason for why book style matters. Early Childhood Research Quarterly, 45, 69-80. doi: 10.1016/j.ecresq.2018.05.004
Authored Book - Research
Reese, E. (2013). Tell me a story: Sharing stories to enrich your child's world. New York, NY: Oxford University Press, 241p.
Edited Book - Research
Suggate, S., & Reese, E. (Eds.). (2012). Contemporary debates in childhood education and development. Abingdon, UK: Routledge, 352p.
Chapter in Book - Research
Reese, E. (2017). Encouraging collaborative remembering between young children and their caregivers. In M. L. Meade, C. B. Harris, P. Van Bergen, J. Sutton & A. J. Barnier (Eds.), Collaborative remembering: Theories, research, and applications. (pp. 317-333). New York, NY: Oxford University Press. doi: 10.1093/oso/9780198737865.003.0018
Reese, E. (2015). What good is a picturebook? Developing children's oral language and literacy through shared picturebook reading. In B. Kümmerling-Meibauer, J. Meibauer, K. Nachtigäller & K. J. Rohlfing (Eds.), Learning from picturebooks: Perspectives from child development and literacy studies. (pp. 194-208). Hove, UK: Routledge.
Reese, E., Taumoepeau, M., & Neha, T. (2014). Remember drawing on the cupboard? New Zealand Māori, European, and Pasifika parents’ conversations about children’s transgressions. In C. Wainryb & H. E. Recchia (Eds.), Talking about right and wrong: Parent-child conversations as contexts for moral development. (pp. 44-70). New York, NY: Cambridge University Press.
Reese, E. (2014). Taking the long way: Longitudinal approaches to autobiographical memory development. In P. J. Bauer & R. Fivush (Eds.), Wiley handbook on the development of children's memory. (pp. 972-995). Malden, MA: Wiley Blackwell.
Reese, E. (2014). Practical tips for conducting longitudinal studies of memory development. In P. J. Bauer & R. Fivush (Eds.), Wiley handbook on the development of children's memory. (pp. 1044-1050). Malden, MA: Wiley Blackwell.
Reese, E. (2013). Culture, narrative, and imagination. In M. Taylor (Ed.), The Oxford handbook of the development of imagination. (pp. 196-211). Oxford University Press.
Reese, E., Sparks, A., & Suggate, S. (2012). Assessing children's narratives. In E. Hoff (Ed.), Research methods in child language: A practical guide. (pp. 133-148). Chichester, UK: Wiley Blackwell.
Reese, E. (2012). The tyranny of shared book-reading. In S. Suggate & E. Reese (Eds.), Contemporary debates in childhood education and development. (pp. 59-68). Abingdon, UK: Routledge.
Reese, E., Yan, C., Jack, F., & Hayne, H. (2010). Emerging identities: Narrative and self from early childhood to early adolescence. In K. C. McLean & M. Pasupathi (Eds.), Narrative development in adolescence: Creating the storied self. (pp. 23-43). New York: Springer. doi: 10.1007/978-0-387-89825-4
Schaughency, E., & Reese, E. (2010). Connections between language and literacy development. In J. Low & P. Jose (Eds.), Lifespan development: New Zealand perspectives. (2nd ed.) (pp. 59-71). Auckland, New Zealand: Pearson.
Reese, E. (2009). The development of autobiographical memory: Origins and consequences. In P. Bauer (Ed.), Advances in child development and behavior (Vol. 37). (pp. 145-200). The Netherlands: Elsevier. doi: 10.1016/s0065-2407(09)03704-5
Bird, A., & Reese, E. (2008). Autobiographical memory in childhood and the development of a continuous self. In F. Sani (Ed.), Self continuity: Individual and collective perspectives. (pp. 43-54). NY: Psychology Press.
Reese, E., Newcombe, R., & Bird, A. (2006). The emergence of autobiographical memory: Cognitive, social, and emotional factors. In C. M. Fletcher-Flinn & G. M. Haberman (Eds.), Cognition and language: Perspectives from New Zealand. (pp. 177-190). Brisbane: Australian Academic Press.
Reese, E., & Farrant, K. (2003). Social origins of reminiscing. In R. Fivush & C. A. Haden (Eds.), Autobiographical memory and the construction of a narrative self: Developmental and cultural perspectives. (pp. 29-48). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Reese, E., Cox, A., Harte, D., & McAnally, H. (2003). Diversity in adults' styles of reading books to children. In A. van Kleeck, S. A. Stahl & E. B. Bauer (Eds.), On reading books to children: Parents and teachers. (pp. 37-57). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Reese, E. (2002). A model of the origins of autobiographical memory. In J. W. Fagen & H. Hayne (Eds.), Progress in Infancy Research (Vol. 2). (pp. 215-260). Mahwah, NJ: Lawrence Erlbaum Associates.
Fivush, R., & Reese, E. (2002). Reminiscing and relating: The development of parent-child talk about the past. In J. D. Webster & B. K. Haight (Eds.), Critical Advances in Reminiscence Work. (pp. 109-122). New York: Springer Publishing.
Haden, C. A., Fivush, R., & Reese, J. E. (1998). Narrative development in social context. In A. Smorti (Ed.), Narrative Development. (pp. 133-152). Florence, Italy: Giunti.
Fivush, R., Pipe, M.-E., Murachver, T. S., & Reese, J. E. (1997). Events spoken and unspoken: implications of language and memory development for the recovered memory debate. In M. A. Conway (Ed.), Recovered Memories and False Memories. (pp. 34-62). Oxford: Oxford University Press.
Fivush, R., Haden, C., & Reese, E. (1995). Remembering, recounting, and reminiscing: The development of autobiographical memory in social context. In D. C. Rubin (Ed.), Remembering our past: Studies in autobiographical memory. (pp. 341-359). Cambridge, UK: Cambridge University Press.
Fivush, R., & Reese, E. (1992). The social construction of autobiographical memory. In M. A. Conway, D. C. Rubin, H. Spinnler & W. A. Wagenaar (Eds.), Theoretical perspectives on autobiographical memory. (pp. 115-132). Dordrecht, The Netherlands: Kluwer Academic.
Chapter in Book - Other
Reese, E. (2006). Foreword. In J. Low & P. Jose (Eds.), Lifespan development: New Zealand perspectives. (pp. v). Auckland, New Zealand: Pearson Education.
Journal - Research Article
Reese, E., Meins, E., Fernyhough, C., & Centifanti, L. (2018). Origins of mother-child reminiscing style. Development & Psychopathology. Advance online publication. doi: 10.1017/s0954579418000172
Riordan, J., Reese, E., Rouse, S., & Schaughency, E. (2018). Promoting code-focused talk: The rhyme and reason for why book style matters. Early Childhood Research Quarterly, 45, 69-80. doi: 10.1016/j.ecresq.2018.05.004
Corkin, M. T., Dando, E., Peterson, E. R., Andrejic, N., Waldie, K. E., Reese, E., & Morton, S. M. B. (2018). “The way she smiles brightens me up”: Highlights of parenting an infant in a large nationally diverse cohort. Current Psychology. Advance online publication. doi: 10.1007/s12144-018-0014-5
Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82-95. doi: 10.1016/j.cogdev.2018.04.005
Reese, E., Keegan, P., McNaughton, S., Kingi, T. K., Atatoa Carr, P., Schmidt, J., … Morton, S. (2018). Te Reo Māori: Indigenous language acquisition in the context of New Zealand English. Journal of Child Language, 45(2), 340-367. doi: 10.1017/s0305000917000241
Reese, E., & Robertson, S.-J. (2018). Origins of adolescents' earliest memories. Memory. Advance online publication. doi: 10.1080/09658211.2018.1512631
Peterson, E. R., Andrejic, N., Corkin, M. T., Waldie, K. E., Reese, E., & Morton, S. M. B. (2018). I hardly see my baby: Challenges and highlights of being a New Zealand working mother of an infant. Kōtuitui, 13(1), 4-28. doi: 10.1080/1177083X.2017.1391852
Atatoa Carr, P. E., Reese, E., Bird, A. L., Bandara, D. K., Grant, C. C., & Morton, S. M. B. (2017). Caring for our infants: parents’ antenatal childcare intentions and nine-month reality. Early Years, 1-19. Advance online publication. doi: 10.1080/09575146.2017.1323186
Peterson, E. R., Waldie, K. E., Mohal, J., Reese, E., Atatoa-Carr, P. E., Grant, C. C., & Morton, S. M. B. (2017). Infant Behavior Questionnaire: Revised very short form: A new factor structure's associations with parenting perceptions and child language outcomes. Journal of Personality Assessment, 99(6), 561-573. doi: 10.1080/00223891.2017.1287709
Reese, E., Fivush, R., Merrill, N., Wang, Q., & McAnally, H. (2017). Adolescents' intergenerational narratives across cultures. Developmental Psychology, 53(6), 1142-1153. doi: 10.1037/dev0000309
Schaughency, E., Suggate, S., & Reese, E. (2017). Links between early oral narrative and decoding skills and later reading in a New Zealand sample. Australian Journal of Learning Difficulties, 22, 109-132. doi: 10.1080/19404158.2017.1399914
Robertson, S.-J. L., & Reese, E. (2017). The very hungry caterpillar turned into a butterfly: Children’s and parents’ enjoyment of different book genres. Journal of Early Childhood Literacy, 17(1), 3-25. doi: 10.1177/1468798415598354
Reese, E., Myftari, E., McAnally, H. M., Chen, Y., Neha, T., Wang, Q., Jack, F., & Robertson, S.-J. (2017). Telling the tale and living well: Adolescent narrative identity, personality traits, and well-being across cultures. Child Development, 88(2), 612-628. doi: 10.1111/cdev.12618
Peterson, E. R., Mohal, J., Waldie, K. E., Reese, E., Atatoa Carr, P., Grant, C. C., & Morton, S. M. B. (2017). A cross-cultural analysis of the infant behavior questionnaire very short form: An item response theory analysis of infant temperament in New Zealand. Journal of Personality Assessment, 99(6), 574-584. doi: 10.1080/00223891.2017.1288128
Corkin, M. T., Peterson, E. R., Andrejic, N., Waldie, K. E., Reese, E., & Morton, S. M. B. (2017). Predictors of mothers’ self-identified challenges in parenting infants: Insights from a large, nationally diverse cohort. Journal of Child & Family Studies. Advance online publication. doi: 10.1007/s10826-017-0903-5
Reese, E., Peterson, E. R., Waldie, K., Schmidt, J., Bandara, D., Atatoa Carr, P., … Morton, S. M. B. (2016). High Hopes? Educational, socioeconomic, and ethnic differences in parents' aspirations for their unborn children. Journal of Child & Family Studies, 25(12), 3657-3674. doi: 10.1007/s10826-016-0521-7
Schaughency, E., Riordan, J., Das, S., Carroll, J., & Reese, E. (2016). Embracing the principle of ako: Growing partnerships between parents, early childhood educators and researchers. Early Childhood Folio, 20(2), 31-36. doi: 10.18296/ecf.0028
Salmon, K., O'Kearney, R., Reese, E., & Fortune, C.-A. (2016). The role of language skill in child psychopathology: Implications for intervention in the early years. Clinical Child & Family Psychology Review, 19(4), 352-367. doi: 10.1007/s10567-016-0214-1
Bird, A. L., Reese, E., Taumoepeau, M., Schmidt, J., Mohal, J., Grant, C., … Morton, S. (2016). “You are our eyes and ears”: A new tool for observing parent-child interactions in large samples. Longitudinal & Life Course Studies, 7(4), 386-408. doi: 10.14301/llcs.v7i4.381
Salmon, K., & Reese, E. (2016). The benefits of reminiscing with young children. Current Directions in Psychological Science, 25(4), 233-238. doi: 10.1177/0963721416655100
Jack, F., Friedman, W., Reese, E., & Zajac, R. (2016). Age-related differences in memory for time, temporal reconstruction, and the availability and use of temporal landmarks. Cognitive Development, 37, 53-66. doi: 10.1016/j.cogdev.2015.12.003
Artioli, F., Reese, E., & Hayne, H. (2015). Benchmarking the past: Children's early memories and maternal reminiscing as a function of family structure. Journal of Applied Research in Memory & Cognition, 4(2), 136-143. doi: 10.1016/j.jarmac.2015.04.002
Reese, E., Robertson, S.-J., Divers, S., & Schaughency, E. (2015). Does the brown banana have a beak? Preschool children’s phonological awareness as a function of parents’ talk about speech sounds. First Language, 35(1), 54-67. doi: 10.1177/0142723714566336
Reese, E., Ballard, E., Taumoepeau, M., Taumoefolau, M., Morton, S. B., Grant, C., Atatoa-Carr, P., … Perese, L. (2015). Estimating language skills in Samoan- and Tongan-speaking children growing up in New Zealand. First Language, 35(4-5), 407-427. doi: 10.1177/0142723715596099
Salmon, K., & Reese, E. (2015). Talking (or not talking) about the past: The influence of parent–child conversation about negative experiences on children's memories. Applied Cognitive Psychology, 29(6), 791-801. doi: 10.1002/acp.3186
Habermas, T., & Reese, E. (2015). Getting a life takes time: The development of the life story in adolescence, its precursors and consequences. Human Development, 58(3), 172-201. doi: 10.1159/000437245
